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Programs for Teachers' 
Conferences 

Beginners' and Primary 



HAZEL A. LEWIS 



Programs for Teachers' 
Conferences 

BEGINNERS' AND PRIMARY 



3y 
HAZEL A. LEWIS 



THE PILGRIM PRESS 

BOSTON CHICAGO 



U'Bns 



Copyright, 1922 
By SIDNEY A, WESTON 



Printed in the United States of America 



THE JORDAN & MORE PRESS 
BOSTON 



• NOV 20 1922 



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PROGRAMS FOR TEACHERS' CONFERENCES 
BEGINNERS' AND PRIMARY 



Perhaps good conferences have been held from a 
sense of duty, but certainly they are never very 
thrilling! That " we-ought-to-have-regular-meet- 
ings " feeling does not usually result in conferences 
that stimulate and inspire those who attend, for 
so much depends upon the attitude of each person 
who is a part of the conference group. Earnest 
teachers may meet together week after week and 
faithfully consider their work, but unless there is 
real inspiration as well as discussion of new meth- 
ods, the conferences will continue to be a matter 
of organization only. 

Here are some of the ingredients of a helpful 
conference: a group of teachers (there may be three 
or thirty, the number matters not), a sense of need, 
confidence in each other and pleasant anticipation 
of the hours that may be spent together. 

Quite naturally, the first thing to be thought of 
is a leader. There must be some one who will take 
the initiative in calling the first meeting or suggesting 
the matter to the proper person. How many groups 
of teachers there are who would be meeting together 
with enthusiasm and regularity if some one would 
just start! " Ah! " you say, " that is exactly our 
situation. There is no one to help us start such a 

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PROGRAMS FOR TEACHERS' CONFERENCES 

conference." But that is quite easily answered. 
You who are now, this very minute, reading this 
paragraph are probably the very person to take the 
first step that will result in . the establishment of 
regular and helpful conferences of the Beginners' and 
Primary teachers in your school. There! Do you 
remember how you used to feel when you were a 
child, playing a game, and found yourself chosen 
to be "it"? 

Just how you proceed will depend upon local 
conditions. If it has been the custom to hold such 
conferences in the past, you will perhaps need only 
to let the leader know of these programs. Or perhaps 
it is a question of starting the work off with new 
interest in the fall. If you are the Primary superin- 
tendent you can yourself arrange for this first meeting. 

Do not attempt to make, this a large conference, 
and yet make sure that every one who should be 
included is in it. The more varied the personalities 
and problems, the more interesting the meetings Avill 
be. Probably there will be some new teachers who 
need suggestions and direction for their work; then 
there are those who have been teaching for some time 
and need to have their spirits renewed; there are the 
assistants, and perhaps some who are only considering 
entering one of these departments; there are sub- 
stitute teachers; and perhaps you can also invite 
some who are not actually identified with the depart- 
ments, but who can be of great help to the teachers, 
such as an artist, a musician, a story-teller, some one 
to represent the mothers' club or a similar organiza- 

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PROGRAMS FOR TEACHERS' CONFERENCES 

tion. Such an " outsider " will help to give you new 
angles of approach, though of course it will be remem- 
bered that the chief aim of such a conference is to 
consider the work of the Beginners' and Primary 
Departments in your school. 



FIRST PROGRAM October 

Theme: Plans for Fortnightly Conferences 

This should be a pleasant social gathering and 
would be most happily arranged if a supper table 
were placed in the very room used by either the 
Beginners' or Primary Department on Sunday. 
There are two mental effects which will be accom- 
plished ■ — by gathering about a table at the evening 
meal there is a friendly spirit experienced by the 
members of the group, and by meeting in the depart- 
ment room for these conferences something of the 
atmosphere and experiences associated with it are 
brought vividly to mind. 

We are very apt to say that such social gatherings 
cannot be arranged among our elementary workers, 
because they cannot be away at the supper hour; 
but a great wish to have at least one meeting like this 
will usually find a way. One obstacle seems to be 
that often the teachers and their helpers are from very 
different social and economic circles, but that only 
adds zest to the occasion. I shall not soon forget 
my arrival one rainy evening in a small town in 

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PROGRAMS FOR TEACHERS' CONFERENCES 

Indiana, and the surprise that greeted me when I 
arrived at the church building where I was to meet a 
group of elementary teachers. Going directly from 
the train, at about six thirty, I found myself 'in a 
cheerful Primary room, where a long table with 
snowy linen was attractively set, and eight women 
were gathered about it. They were the Beginners' 
and Primary teachers of that church. Among their 
number was a stenographer who had come directly 
from her office, two girls who had come from the 
stores where they were clerks, a " stay-at-home " 
girl who was very prominent socially in the com- 
munity, a young mother who had found it possible 
to slip away this one time, and another mother of 
mature years. 

The table should be attractively arranged and 
at each plate, instead of the usual place-card, put an 
envelope, sealed and bearing upon the front a number 
and the words, " Not to be opened until after supper." 
On the front may be the name of the teacher and a 
picture representing a child about the age of those 
in her class. These may be cut from magazines and 
a touch of water-color adds to the appearance. 
When the supper hour is over, the leader may ask 
each one in turn to open her envelope and read what 
she finds there. The second person will not open 
hers until the first has been read and discussed. 
The number of these will of course depend upon the 
number in your conference; those which follow are 
merely suggestions. The paragraphs given below 
will be written upon cards or note-paper. Those in 

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PROGRAMS FOR TEACHERS' CONFERENCES 

parentheses are not to be written, but are for the 
leader's guidance. Perhaps the leader will introduce 
this part of the program by saying, " This conference 
tonight has a theme — a very practical one : ' Some 
reasons why the Beginners' and Primary teachers 

in the church should meet together for 

Fortnightly Conferences.' Each envelope contains a 
reason. We will read each one in order and discuss it." 



The First Reason 

Because our Johns and Marys as they grow up 
year by year are touched by the different teachers 
and helpers. Unless we understand each other we 
cannot understand the children. 

(In discussing this informally the question may 
arise as to whether or not one person should con- 
tinue to teach a certain group of children during their 
stay in these departments. This may offer an 
opportunity for emphasizing the fact that in the 
Beginners' Department only one year of the graded 
lessons is taught at a time, and thus the little child, 
who makes acquaintance slowly, has one teacher 
throughout the time he is in that department. In 
the Primary Department, where attendance at school 
has begun to make a difference in the children, the 
teacher may well specialize in one year or grade, and 
thus become thoroughly familiar with that period of 
development and that year's lessons. Conferences 
like this one will overcome any lack of unity between 
the different grades.) 

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PROGRAMS FOR TEACHERS' CONFERENCES 

The Second Reason 

Because in sharing our experiences we understand 
them better, as they are interpreted in the Hght of the 
experiences of others. Dr. Richard Cabot says, 
" Your best friend strikes thoughts and ideas out of 
you that you never knew were in you, and that truly 
were not fully formed in you until your friend woke 
them to life." 

(If the one who reads this wishes to give any 
personal experience in connection with this, it will 
add interest and helpfulness.) 



The Third Reason 

While the work of each one of us is different and 
distinct from the others, yet they are part of a plan 
that must have life and unity, if each part is well done 
and the result is complete. 



" You may take from out the sweetest song 
Just one note, the sweetest one; 
You may sound it full and strong, 
But its music is all gone." 



(Perhaps you will wish to talk over together the 
question of just how far a teacher should go in her 
own peculiar methods without consideration for the 
whole educational plan of the school.) 

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PROGRAMS FOR TEACHERS' CONFERENCES 

The Fourth Reason 

All of us touch life in a different way. We discover 
new truth and find new sources of helpfulness which 
we may bring to enrich the lives of others. 

(Use this as an opportunity for emphasizing the 
fact that there is no one who has not some contribu- 
tion to make to the common good.) 

The Fifth Reason 

If we do not understand each other perfectly we 
may sometimes seem not to be working in harmony. 
The children become conscious of this in a subtle 
way and their relation with the heavenly Father is 
marred if there is not unity among the persons about 
them. 

(Discuss the ideas that children have of their 
teachers, the department superintendent, and the 
whole question of adult authority in these depart- 
ments.) 

The Sixth Reason 

This is a beautiful one and is tucked away in a few 
paragraphs from the " Music Lover " found in Henry 
van Dyke's " The Unknown Quantity." In describ- 
ing a great symphony orchestra he says, " It was a 
company of human beings, trained and disciplined 
to common action, understanding one another through 
the sharing of a certain technical knowledge, and 
bound together by unity of will which was expressed 

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PROGRAMS FOR TEACHERS' CONFERENCES 

in their central obedience to the leader. . . .There 
was no labor, no dramatic display in that leadership; 
nothing to distract the attention, or to break the spell 
of the music. All the toil of art, the consideration of 
effect, the sharp and vehement assertion of authority 
lay beyond in the rehearsals." 

(Follow the reading of this quotation by a simple 
prayer for guidance in finding that harmony of spirit 
and method that will make the teaching of religion as 
beautiful and as perfect in form as the greatest music 
of the world.) 

The leader might suggest that every meeting of the 
Fortnightly Conference shall have for each teacher 
" something for the head, the hand and the heart," 
which will mean that there will be a new idea, a bit of 
material and inspiration that will quicken the pulse 
of her mental and spiritual life. As a demonstration 
of the last, give to each one in the conference a card 
upon which has been written this quotation: " Noth- 
ing great was ever achieved without enthusiasm." — 
Emerson. 

Ask each teacher to put this somewhere where she 
will see it frequently and let it be the thought with 
which she will go to her daily work and which will 
bring her to the next meeting of the conference. 

The conference may be brought to a close by a 
discussion of future plans, arranging the dates and 
effecting a simple organization. Perhaps the perma- 
nent leader will be the Beginners' or Primary superin- 
tendent, but this is not absolutely necessary. It may 
be some other person who is well fitted for this place. 

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PROGRAMS FOR TEACHERS' CONFERENCES 

These conferences are not times when the business of 
the department is to be transacted, but only the 
methods and spirit of the work are to be considered. 
It is better to have the business session conducted 
in connection with the regular Workers' Conference 
of the entire school, but if it is necessary to combine 
business with the work of this Fortnightly Conference, 
it of course will be best to have the regular superin- 
tendent of one of the departments act as presiding 
officer. 

It may not be possible to have a social hour or 
supper at each of the conferences, and the local con- 
ditions will determine the time when they will be 
held. 



SECOND PROGRAM October 

Theme: New Pupils, their Friends and Teachers 

(The notes given under each heading are only 
suggestions. The various topics and other plans 
for the meeting should be treated very informally 
and naturally.) 



I. Teacher's Hymn 

" Open Mine Eyes that I May See," or, " Break 
Thou the Bread of Life," or it may be well to adopt a 
hymn to be used at the beginning of each conference, 

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PROGRAMS FOR TEACHERS' CONFERENCES 

and the following would be very appropriate. It is 
sung to the tune " Autumn." 

Up to me sweet childhood looketh, 

Heart and mind and soul awake; 
Teach me ot thy ways, O Father, 

Teach me for sweet childhood's sake. 
In their young hearts sott and tender, 

Guide my hands good seed to sow. 
That its blossoming may praise thee, 

Praise thee wheresoe'er they go. 

Give to me a cheerful spirit, 

That my little flock may see 
It is good and pleasant service 

To be ever taught of thee. 
Father, order all my footsteps; 

So direct my daily way 
That in following me, the children 

May not ever go astray. 

Let thy holy counsel lead me, 

Let thy light before me shine, 
That they may not stumble over 

Any word or deed of mine. 
Draw us hand in hand to Jesus, 

For his word's sake unforgot, 
" Let the littie ones come to me, 

And do thou lorbid them not." 

II Prayer 

Let this be a very real and childlike petition to the 
heavenly Father, asking that we may know how to 
meet each child with whom we come in contact in our 
daily lives and in our work ; that the words we speak 
and every act may be in accord with his will for the 
children. 

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PROGRAMS FOR TEACHERS' CONFERENCES 

III Picture 

Perhaps there is some one from whom you can 
borrow Sir Joshua Reynolds' picture, " The Age 
of Innocence." If you do not have a large copy of 
this picture secure the small size, for one or two 
cents, from one of various picture publishing'houses. 
Mount these and have one for each teacher. It will 
be good for her to have this on her desk or in her 
room that she inay see it often. After the hymn and 
prayer call attention to this picture and give a few 
moments to an appreciation of it. It is a little child 
whose heart is filled with wonder as she looks upon the 
great outdoor world. Her appearance speaks of the 
loving care of her mother. Probably she is shielded 
and protected from any influence that might harm 
her, and yet even now she is beginning to wonder 
about this great world in which she is living. What 
do you think she is thinking about? If a grown 
person came to her now, what should be the manner 
of approach? Do we give children sufficient oppor- 
tunity for thinking alone and without the continual 
interpretation of adult ideas? All of the friends of 
children are their teachers, but sometimes the best 
teaching method is a wise withholding of one's self. 

IV Introduction to the Theme 

October is that month in the church-school year 
that has in it the most strangeness among children 
and teachers. There are the little children who have 
been coming occasionally and have been in the Cradle 

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PROGRAMS FOR TEACHERS' CONFERENCES 

Roll class. Now they are beginning their regular 
attendance in the Beginners' Department. There are 
the timid little children who have not attended before, 
but who begin now to come with brothers and sisters 
or friends slightly older than themselves. Promo- 
tion time has made a change in classes and teachers, 
so that there must be a large amount of getting 
acquainted, which should be arranged with tact. 

(Make this an analysis of the situation in your 
own school and the preparation for the discussion 
of certain questions which are to follow.) 



V Discussion of Topics 

(These topics must be given out in advance.) 

1. How should new children be met and the first 
relations established? 

(Bring out the difference between the approach to a 
timid child and one that is more easily approached, 
as well as the " forward " child. Call attention to the 
fact that we often ask a child his name without first 
telling him ours, with the result that children have 
attended the church school for weeks without know- 
ing the name of their teacher. Emphasize the fact 
that after the informal greeting before the session, 
it is best to introduce the new child to several others 
and then leave them to get acquainted in their own 
way. Continue this discussion informally.) 

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PROGRAMS FOR TEACHERS' CONFERENCES 

2. How should new pupils be enrolled? 

(Discuss the method that can be used in your 
own school. The same plan cannot be used in all 
the different departments. Sometimes if a very 
little child is sent to the offtce or desk of the enrolling 
secretary of the whole school, he becomes frightened 
because he does not understand and his first contact 
with the school is not a happy one. Yet we must 
cooperate with the general officers of the school in 
securing an accurate enrollment. The one who has 
this topic may well have a conference with the secre- 
tary of the school and be prepared to advocate some 
workable plan at this time. Perhaps the enrollment 
may be made at the secretary's desk in the Beginners' 
and Primary Departments, and a duplicate card sent 
to the general officer of the school each time a new 
pupil is enrolled.) 

3. Should younger children be allowed to remain 
with the older ones in their class? 

(Develop the fact that a younger pupil will never 
become acquainted with his proper group as long as 
he goes into the older class. It is better to excuse the 
older children to go with one younger for a few Sun- 
days, oi until he becomes accustomed to his proper 
place. Sometimes we are lacking in tact in the way 
we approach these young children. One Beginners' 
Department has some very fascinating scrap-books, 
and when the teacher wishes to win a small child for 
her class, she tells of a picture, perhaps of " a little, 

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PROGRAMS FOR TEACHERS' CONFERENCES 

wee baby in its crib." The timid child forgets himself 
and goes happily off to see this pleasing sight. Soon 
he is looking at other pictures and by the time he has 
finished the book he is attracted by something in the 
department and soon finds himself a part of it. These 
scrap-books can be made by the older Primary pupils, 
working before the session or on a week day. The 
person who discusses this topic should have some 
substantial scrap-books made of heavy paper and a 
collection of pictures cut out ready to turn over to 
the second or third year Primary teachers, to serve as 
a suggestion for them.) 

4. How may the former teacher of a child co- 
operate with his new teacher? 

(Discuss the kind of information that can be passed 
on to the one who is to become the new teacher of a 
group of. children. If the occasion is at all favorable, 
make this a time for asking and answering questions 
about the individual characteristics of certain pupils. 
This must be done in the most kindly spirit and all 
prejudice must be avoided. A teacher who has 
found the best way to approach a pupil should share 
that know^ledge. This part of the discussion may be 
very helpful and practical.) 

Other topics may suggest themselves to your 
particular group of teachers and time be spent in 
conversation concerning the problems of our depart- 
ment which are related to the theme for this meeting. 
The leader should direct this and there should be 
only one person speaking at a time. 

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PROGRAMS FOR TEACHERS' CONFERENCES 



VI Poem 



"Six Years Old " i 

Should I kiss him, or shake hands? 
Tell me what his case demands. 
Should my hungry arms inclose 
His wee form; and should the rose 
That he uses for a mouth 
Meet my own? The jasmined South 
Holds no balm so sweet as this 
Nectar in my laddie's kiss! 

Yet he's six brave summers old — 
Calls himself a man, I'm told! 
At my tiresome journey's end, 
As my homeward way I wend. 
Should I greet the babe of yore 
As I greeted him before? 
Or within his presence stand. 
Gravely tendering my hand? 

Neither baby, now, nor boy; 
Spurning every childish toy, 
Swaggering with mannish stride. 
Hands in pockets, feet set wide. 
Scorning as effeminate 
Huggings at the garden gate! 
On the border line he stands — 
Shall I kiss him, or shake hands? 

— Strickland W. Cillilan. 



" If all the wonders of this world should break 
suddenly . . . upon a full-fledged man, his mind 
would faint under it . . . yet something like it 
happens every day in a child's life." 

' Used by permission. Forbes Publishing Co., 443 So. Dearborn St., 
Chicago, 111. 

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PROGRAMS FOR TEACHERS' CONFERENCES 

THIRD PROGRAM November 

Theme: The Childreji's Week-day Life 

I. Presentation of Theme 

We are anxious that everything shall be provided 
for the teaching of the children while they are within 
the walls of the church, but sometimes we forget how 
much of this success depends upon what we know of 
the circumstances of the children's lives outside the 
church. The plans which we make so carefully 
from our point of view may create entirely different 
impressions when viewed from an angle of the daily 
experiences of the children themselves. Herbert 
Spencer said, " The vital knowledge which now 
underlies our whole existence is a knowledge which 
has got itself taught in nooks and corners; while the 
ordained agencies for teaching have been mumbling 
little else than dead foimulas." 

This seems a bit hard on schools and teachers, 
but let us try to see ourselves and our work in a 
new light. What do we know about these " nooks 
and corners " that have such a large share in the 
education of the children? Can we, in spite of our 
busy lives, find time to become acquainted with this 
week-day world of children under nine years, of age? 
Sometimes we feel that the immediate tasks before 
us are all that we can perform. Yet these may be 
made easier and infinitely happier if we lift them out 
of the usual routine and see them in relation to the 
life of childhood. 

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PROGRAMS FOR TEACHERS' CONFERENCES 

Our discussion of this every-day life will have two 
phases. First, we will obey the admonition of 
Froebel when he said, " Turn thine eyes observantly 
upon thy own youth, and warm and vivify the eternal 
youth of thy mind." 

We will each relate the most vivid recollections 
of our own childhood, and try to remember, if we can, 
how we felt when we were children. 



11. Reminiscences 

These recollections are always nearer the surface 
of our thoughts than we realize. Let this be an 
informal conversation, with a mixture of fun and 
seriousness, including the memories of the early 
home life, mother, father, playmates, first days at 
school, visits, attendance at church, and the many 
things that go to make up childhood's days. 



III. Discussion 

The leader should direct a discussion of these 
reminiscences, perhaps by asking questions, such as, 
" Why did we remember these things and forget so 
many others? " " Which do we remember most 
vividly — persons or places, things that were said or 
things that were done? " " How may we live again 
our childhood experiences and thus gain sympathy 
with all children? " After this discussion emphasize 
the significance through the quotations which follow. 

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PROGRAMS FOR TEACHERS' CONFERENCES 

These may be given out in advance or, quite as well, 
given at this time in the program to the teachers who 
are to read them. 

IV. Quotations 

1. In Maeterlinck's The Bluebird and the scene, 
" The Land of Memory," Granny Tyl says when 
the memories of the children's earlier years come 
flocking about them, " Here they are! As soon as 
you think of them, as soon as you speak of them, 
they are there! " 

2'. This is the way one young mother made many 
trips to the land of memory: " These," she said, 
touching an odd assortment of articles on the table 
before her, " are relics of my own childhood days — 
a snapshot of myself; a bit of a party dress; a cher- 
ished doll; a story-book. I have collected every 
memento I can find and each one calls up scene after 
scene. I have written to several friends and relatives, 
asking each to relate some little anecdote concerning 
the first five years of my life. Always I found that 
in the light of awakened memory I was able to under- 
stand my little daughter better and to deal with her 
more wisely and patiently." — Martina Gardner 
Owen, The Golden Now. 

3. This is what James Whitcomb Riley said was 
the secret of his understanding of children: " There 
is always beside me the little boy I used to be, and I 
can think his thoughts, and live his hopes and his 

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PROGRAMS FOR TEACHERS' CONFERENCES 

tragedies now, just as much as I could when I looked 
like him. We have great times together — this little 
boy and I — and we are never more intimate than 
when some other little child is near us. I have sat 
here by my fire, or by somebody else's fire, and have 
seen a little, strange child come into the room when 
it seemed as if he must know how much alike we were 
and that I must go and talk with him. But I never 
did go to him right away, or call him to me. Why? 
Because the little boy I used to be was at my elbow, 
and I remembered very well how he used to like to 
have people treat him. Was it the people who made 
an affectionate rush at him and caught him up and 
covered him with kisses who won his heart? No, it 
was the people whose hearts he thought he had won." 
— Harper's Monthly, December, 1917. 

4. The Threshold 

Life lies before me, but shut is the door 
On all my childish days. No more, no more 
Shall I again in all my years be free 
And careless — happy as I used to be. 
So be it, Lord! I know that all is right, 
I would not alter it, or shirk the fight. 
Shut then the door! but leave a little crack 
That when I meet a child I may slip back. 
— Barbara Seymour, Harper's Monthly, March, 1916. 

V. Prayer 

In a few quiet moments and simple words express 
the gratitude you feel for the happiness of your own 
childhood and for the contact you now have with 

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PROGRAMS FOR TEACHERS' CONFERENCES 

other children. Let us " become as Httle children " 
in our relation to 'the heavenly Father. 



VI. Plans for the Next Meeting 

The other phase of this theme will be practical 
observation of community life. Ask each teacher 
to come prepared to tell at the next meeting what 
she thinks it is necessary to know concerning the 
children's every-day life. 



VII. Additional Reading 

The following fascinating stories, founded upon 
actual experiences, will be very interesting reading 
in connection with the discussion which has just 
preceded : 

Jeremy, Hugh Walpole. 
Una Mary, Una Hunt. 

VIII. Seasonal Plans • 

Since this is the season of Thanksgiving, the 
remainder of the time should be spent in discussing 
the stories, songs, activities and decorations that 
will mark the occasion. Special plans of this sort 
are always much more effective when the teachers 
and officers have a common understanding of what 
is to be done. 

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PROGRAMS FOR TEACHERS' CONFERENCES 

FOURTH PROGRAM November 

Theme: The Children s Week-day Life 

I. Observation 

It is almost dangerous to discuss in a meeting 
like this the e very-day lives of the children, lest 
we become theoretical and find ourselves trying 
to interpret the children in terms of our theories, 
instead of being constantly alert and ready to readjust 
our conclusions and methods to what we find in life. 
But even the great love and interest of a teacher 
must have direction, that the observations may be 
definite and the results understood and used. The 
questions which follow are only suggestions and the 
list may be modified or have additions in the light of 
the discussion. Copies of these questions should be 
prepared in advance for distribution at this time. 
Their purpose cannot be .fulfilled in this brief meeting. 
They are to be used by the teachers as the basis of 
their observations in the weeks and months to come. 

The Home 

1. What is the attitude of the mother toward the 
children, as expressed in voice, manner, care? 

2. Of the father and mother toward each other? 

3. Between father and children? 

4. What is the father's occupation? How much 
is he at home? 

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PROGRAMS FOR TEACHERS' CONFERENCES 

5. Does the mother do all of the work of the home? 
What are her outside interests? 

6. Are there other children in the home, or other 
persons in the home? Sex, age and relation? 



The Community 

7. At what age do the children begin to play 
outside the home? 

8. Where do they play? 

9. What playmates have they? 

10. What are their relations to each other? 

11. What do they play? 

12. What changes are brought about by kinder- 
garten and school? 

13. With what grown people do they come in 
contact outside home and school? 

14. What do they see? (Billboards, and other 
objects and activities of the neighborhood.) 

15. What places of amusement are frequented by 
the family? 

Make a list of a child's day, showing what he does, 
where he goes, and what he sees on a typical day. 



II. Discussion 

Each one in the conferences will be able to add 
something from her own unconscious observations 

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PROGRAMS FOR TEACHERS' CONFERENCES 

that will illumine the discussion of these questions, 
but their chief value will be in the future use that each 
teacher and officer makes of the list. Care must be 
taken that these very personal matters of the chil- 
dren's lives are always discussed in a kindly spirit. 
It is easy for amusing and unusual situations to lead 
to a critical attitude. There must be perfect frank- 
ness, .but this is entirely consistent with kindness. 



III. Lessons 

Recall a number of lessons from the Beginners' 
and Primary Courses, and see what connection there 
is between the facts of a child's life and the stories 
and conversation of the lesson period on Sunday. 
Look at this from the standpoint of the lesson inter- 
pretation rather than the application. This latter 
part of the subject will be taken up at another time. 
For example, consider Lesson 37, of the First Year 
Primary, Joseph's Kindness to His Brothers, and see 
how certain home situations would modify your 
method of presenting the lesson. 



IV. Special Problems 

There may be teachers who have problems in 
connection with certain children, which may be 
discussed at this time, and others in the conferences 
may have knowledge or contact which will help in 
solving the situation. 

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PROGRAMS FOR TEACHERS' CONI'ERENCES 

V. Prayer 

Simple and direct petitions that you may have 
wisdom with which to meet the opportunities that 
come through intimate contact with children. 



VI. Seasonal Plans 

The completion of such Thanksgiving plans and 
materials as are necessary at this time. Working 
together is in itself a valuable form of conference. 



FIFTH PROGRAM December 

Theme: The Christmas Spirit 

( Note. — It has seemed impracticable to plan two 
conferences for December, since everything that you 
would wish to discuss would need to come early in 
the month to permit carrying out your plans. A 
longer time than usual should be allowed for this 
meeting or, if it seems advisable, two meetings may 
be arranged for, thus keeping to the fortnightly plan. 
It should not be necessary to send a notice to the 
teachers reminding them of each meeting, but it 
might add interest to this occasion if a little booklet 
were sent, having a cover and an attractive Christ- 
mas seal on the front, and two tiny white pages inside, 
announcing the meeting and giving the special 
assignment for the person to whom it goes.) 

26 



PROGRAMS FOR TEACHERS' CONFERENCES 

First Topic: What Christmas Meant to Me When I 
Was a Child 

This should be assigned in advance to one teacher 
who will lead the discussion. Let the leader and the 
other teachers who participate in the discussion 
informally tell what they remember most vividly 
from the Christmas days and celebrations of their 
childhood. These may be recounted for the pure 
joy of the telling, and if this seems to be the case do 
not force a lesson in profound conclusions. If the 
circumstances seem favorable, try to discover in 
these experiences the relation between the material 
and the spiritual message of Christmas. What 
is there that you would have wished different and 
what that you would like to pass on undimmed to the 
children of today? 

Second Topic: The Christmas Spirit of Today 

The teacher to whom this topic is assigned will of 
course present it in her own way and from her own 
point of view. However, such questions as the follow- 
ing may be suggested to her or she may leave them 
open for the discussion which follows: 

What has caused the change of emphasis from 
receiving to giving? 

Are there dangers in this, and what are they? 

What is the reaction upon the children in the case 
of conspicuous giving, such as the public pre- 
sentation of gifts for the poor? 
27 



PROGRAMS FOR TEACHERS' CONFERENCES 

How may we safeguard the spirit of Christmas from 
becoming lost in a wealth of material things? 

It would be very interesting if the leader of this 
discussion would read "Christmas and the Spirit of 
Democracy " from Beside the Christmas Fire, by 
Samuel McChord Crothers. It is a whimsical but 
very interesting discussion of the modern Christmas 
spirit. This paragraph in conclusion may give us 
food for thought: 

" It is a wonderful giving, this giving of one's self, 
and people do appreciate it. When you have 
ministered to a person's self-respect, you have 
given him something. And you are conscious of 
it, and so is he, though you both find it hard to 
express it in the old terms. All the old Christmas 
cheer is in these reciprocities of friendship that 
have lost every touch of condescension.'' 



Third Topic : Children and the Christ-Child 

In A Child's Religion, Mary A. Wilbur says, " I 
think that the stories of the Christ-child and the 
Saviour were taught me before I could remember. 
I seem to have had a protective and proprietory feel- 
ing for the baby Jesus, which changed with my growth, 
until it was Christ, the friend and elder brother, the 
helper who understood what I needed and wanted, 
that claimed my love and loyalty." 

28 



PROGRAMS FOR TEACHERS' CONFERENCES 

Discuss in the light of your own experiences and 
your observation of the children who are your per- 
sonal friends, such questions as the following: 

What is the attitude of children toward the baby 
Jesus? 

Do they think of him as a gift from the heavenly 
Father or as simply a dear little child whom they 
would have loved to see and touch? 

Do they connect the baby Jesus with the man of 
later years? 



Fourth Topic : Christmas in the Church-School 
Session 

Is there danger that the unusual confusion and 
bustle at this time of the year will crowd out the 
things that are really important? Sometimes the 
annual Christmas service is held on Sunday morning 
and there is no department or class work done. Or, 
even when the service is held at another time, this 
Sunday nearest Christmas is given to " preparations," 
which may prepare for a public performance, but do 
very little toward the preparation of the child's heart 
for the coming of the Christ-child. Discuss the 
situation in your own school very frankly. It would 
be fine if you could all agree together that nothing 
shall interfere with the Christmas message reaching 
every child who comes to your church on that day. 

29 



PROGRAMS FOR TEACHERS' CONFERENCES 

1. The Christmas Lesson 

Would there be an advantage in having the entire 
department or the two departments together, 
for the Christmas lesson? Sometimes the chil- 
dren's minds are so full of unusual occurrences 
that it is hard to get a focus of attention. If 
only one thing were going on and every teacher 
and child were intent upon that one thing, would 
not the Christmas story have a better chance 
of appreciation and understanding? 

Discuss this Christmas story, if possible having it 
told and criticized until its full beauty and mean- 
ing stand forth. 

If the Christmas lessons are taught in the various 
classes, there may be an opportunity in the 
opening service of the Primary Department for 
another story to be told. The following are 
suggested : 

The. Jar of Rosemary, The Promise, The Story 
Teller, Maud Lindsay 

His Birthday, Mary E. Chase 



2. Christmas Pictures 

If the Christmas story is to be told to the entire 

department or combined departments, it will 

probably be best to use some of the pictures 

from the Beginners' Course, since these are 

30 



PROGRAMS FOR TEACHERS' CONFERENCES 

larger. It would be well to have at this meeting 
the four Christmas pictures which appear in 
the two years: 

" The Nativity," Le Rolle 
" The Wise Men " 

" The Sistine Madonna " (detail), Raphael 
" The Adoration of the Wise Men," Edelfelt 

Discuss these pictures until your own appreciation 
of them is increased and deepened. If some art 
teacher is available and will help to interpret 
these pictures to you, it will be very helpful. 

If you can do so, secure in addition to these, or to 
be used in place of the first picture above, a copy 
of " The Nativity " by Taylor (Copley Print, 
Boston). This is a modern painting of unusual 
beauty and naturalness. Children dearly love 
the tiny babe in the manger. 



3. Christmas Songs 

Sing together such songs as: 

" Why Do Bells at Christmas Ring? " 

" What Can I Give Him? " 

" The Christmas Manger Hymn." 

{Songs for Little People, by Danielson and Conant.) 
31 



PROGRAMS FOR TEACHERS' CONFERENCES 

Fifth Topic : What Can the Children Do? 

Primary children may use the pre-session period on 
Sunday or some hour on a week day for making scrap- 
books to be presented to the Beginners' Department 
at Christmas time. A whole library of tiny scrap- 
books, four by six inches, may be made of heavy 
paper, having such interesting titles and pictures as, 
" Pets," " Babies," " Animal Babies," " Day Time 
and Night," " Play Time." The pictures must be 
selected and classified in different envelopes by the 
teachers, who must also give directions in the making 
of these books. 

A bird's Christmas tree may be placed in the 
church yard or a convenient place in the community, 
bearing bunches of suet and seeds of various kinds. 
Refer to the chapter on " Entertainment in Winter," 
in Ernest Harold Baynes' Wild Bird Guests. If this 
book is not obtainable, the following directions may 
be used: melt a quantity of beef or mutton suet, and 
stir into it such food as dry ground beef, hemp seed, 
oats, sunflower seed and bread crumbs. Pour this 
mixture boiling hot over the twigs and branches of 
some evergreen. The cold air will quickly set the 
fat. Of course a growing tree should not be used, but 
a small, cut tree, perhaps a discarded Christmas tree. 

Simple Christmas greetings may be made for the 
Cradle Roll superintendent to send to the babies on 
her list. Small Christmas trees cut out of green 
paper may be prepared, and even Beginners can put 
Christmas seals on these. More elaborate greetings 

32 



PROGRAMS FOR TEACHERS' CONFERENCES 

may be made by the Primary children for the Home 
Department members. Patterns are easily copied or 
made. 

" It wants a loving spirit 

Much more than strength to prove 
How many things a child may do 
For others by his love." 

— Kate Douglas Wiggin, Pinafore Palace. 

This quotation could be used in the department 
program, put upon the blackboard or repeated to the 
children. 



Sixth Topic : Room Decorations 

There is great danger that confusion and a mussy 
appearance will result from the usual frantic efforts 
at decorations. Let simplicity be the key-note of the 
plans that you make here and the results that are 
carried out in your room. If there is a frieze of burlap 
or a screen, as is sometimes the case around the 
Beginners' class, why not cut out of green cover paper 
a number of Christmas trees? These should be in 
size suitable to the proportions of your burlap and 
should be placed far enough apart to avoid a crowded 
effect. This, with the pictures you are to use, will 
be quite enough to create the environment and im- 
pression that you wish. Of course, nothing could be 
better than boughs of real evergreen and if you can 
have these, omit the border of cut-out trees. 



PROGRAMS FOR TEACHERS' CONFERENCES 

Seventh Topic : Something for the Children 

Do the children of your community have a great 
many parties? If so, perhaps the only service which 
your school can give at this season is to bring the 
Christmas story in all its simplicity and beauty to 
them. But in the realm of childhood there is nearly 
always room for just one more party, and it would be 
well for you to discuss at this time the advisability 
of having a happy, informal gathering of the children 
of the Beginners' and Primary Departments (either 
together or separately) during the holiday season. 
Be careful that this does not become an entertain- 
ment given either for the children or by them for the 
amusement of adults. Let it be a real party in which 
the children actually participate. It is not necessary 
to seek for something new. The children themselves 
are new, and the old combination of simple Christmas 
trees or decorations, ice-cream and cookies, stories and 
games will never fail to delight the hearts of children. 



SIXTH PROGRAM January 

Theme : Measuring 

Note: The parts of this program should be assigned 
to different teachers and officers long enough in ad- 
vance for them to get into the spirit of the theme. 
If the originality and enthusiasm of those who are to 
take part suggest other materials and lines of thought, 
do not hesitate to allow these expression. 

34 



PROGRAMS FOR TEACHP:RS' CONFERENCES 

I. Introduction of Theme 

The first of the year is the time for taking stock, 
measuring achievement and making new resolutions. 
Teachers and ofhcers in our departments have been 
working together in their present relationships for a 
sufficient period of time to be able to look back and 
measure certain values. If Promotion Day was in 
the fall, there have been three months in which the 
teachers have had their present group of pupils, and 
each officer has been able to see her work in relation to 
the work of all the others. There have been two 
special days which have tested the organization and 
teaching methods. 

Usually there comes a slight reaction after the 
holiday season, and it is very timely that we should 
sit down together and consider the weak places that 
need strengthening and the plans that should be 
changed. It is illuminating to see our needs and it is 
very encouraging to note the progress we have made. 
Sometimes this is so gradual that we can hardly ob- 
serve it and we become discouraged. 

II. A Voice from the Past 

Hear this choice bit from the " National Series of 
Selections for Reading," published in 1852: 

" I told you in the last lesson that I would teach 
you how to read the hard words that you may find 
in this or any other book. Now before you can under- 
stand them you must be able to read them; and in 
order that you may read them you must take the 

35 



PROGRAMS FOR TEACHERS' CONFERENCES 

words to pieces; that is, take a few of the letters at a 
time, and see whether you can read a part of the 
word first, and then another part, until you have read 
the whole of it in parts, and then you can put the 
parts together, and thus read the whole word. In the 
next line you may read the parts of a word all sepa- 
rated : 

" Ab ra ca dab ra. Now you have read the parts 
all separated, you can read them easily together so 
as to make one word, and the word is — Abracadabra. 
This long and hard word was the name of a false god 
that was worshiped many hundreds of years ago by a 
people who did not know the true God." 

Also this from the Introduction to the same book: 

" Many little boys and girls are fond of running out 
of their places in school with a great many unneces- 
sary questions. This always troubles the teacher, 
and prevents his going through with all his business 
in time to dismiss you at the usual hour." 

What description of a child's natural activity and 
curiosity is found in that first sentence! Pray tell, 
what is the " business " of the teacher but to answer 
a child's questions! What an aim for a teacher, to 
get through " in time to dismiss you at the usual 
hour "! 

Educational ideas are improving and the work 
we do in our departments each week and year adds to 
this gradual growth. 

36 



PROGRAMS FOR TEACHERS' CONFERENCES 

III. Measuring the Teachers 

Let us begin with ourselves. Are we beginning to 
attain the qualities which have been set forth in the 
Elementary Standards for the Beginners' and Pri- 
mary Departments? 

" Teachers qualified by nature, training and relig- 
ious experience, that is, teachers who : 

Possess a sympathetic understanding of child life. 

Have a personality attractive and helpful to 
children. 

Seek frequent contact with little children in their 
home, school and play life. 

Are graduates or students in a Training Course, a 
Community Training School or a School of Principles 
and Methods. 

Are continuing their specialized training in a 
Graded Union or by the reading of one specialzation 
book a year. 

Lead a sincere Christian life." 

(Discuss these points in detail. If the one who has 
charge of this part of the program wishes to do so, 
she may assign the six points to different persons, 
asking them to speak two minutes upon each point. 
Be practical and specific. Fine theories are valuable 
only when they are translated into life.) 

37 



PROGRAMS FOR TEACHERS' CONFERENCES 

IV. A Standard for the Teacher 

In addition to these general and very important 
qualifications, there are certain commonplace details 
which must not be overlooked. Would it not be a 
good plan for the teachers in our departments to 
agree to measure up to a certain standard of conduct 
and practice? (Discuss the following questions): 

When should a teacher be counted on time? What 
should she do when she comes early? 

Will the " Quarterly " give the teacher a complete 
lesson plan without any originality or rearrange- 
ment of material? Would it not be a help to make a 
few notes on each lesson, even though these are not 
used in the class? 

What should be a child's attitude toward the 
Bible? What would be the effect, if, as she tells the 
lesson story each week, the teacher has the open Bible 
near at hand, occasionally reading a simple sentence 
from it? 

What is the difference between a story that is told 
and one that is read? 

What can reasonably be expected in the way of 
calling in the homes of the pupils? 

Are we dedicating part of our reading time to our 
church-school work? 

How can a visit in another church school be most 
valuable? What shall we look for in the work of 
other teachers and officers? 

What opportunities for inspiration and instruction 
through institutes and other meetings are valuable? 

38 



PROGRAMS FOR TEACHERS' CONFERENCES 

What is our relation to the rest of the school and 
how can we keep in touch with what they are doing? 

What should be the attitude of a teacher of chil- 
dren toward the church services? If children are 
present with their parents or attend the services with 
the teacher, what impressions may they receive? 

As a result of this discussion a standard similar to 
the following may be developed : 

Present at least fifteen minutes before the Church- 
school session. 

A written lesson-plan. 

The Bible in the hands of the teacher. 

The story told and not read. 

Call upon pupils at least once each quarter. 

Read at least one book concerning the work, each 
year. 

Visit and observe one other Sunday school during 
the year. 

Attend a Teacher-training Class, Institute or 
School of Methods. 

Attend the Workers' Conference. 

Attend the church services regularly and reverently. 



V. Materials for the Department 

At this time discuss the winter songs, which should 
be included in the program during this month. 
Become familiar with these. The following from 
Songs for Little People are appropriate: " In Winter " 
(for Beginners); " Winter Hymn " (for Primary). 

39 



PROGRAMS FOR TEACHERS' CONFERENCES 

Ask some teacher to be responsible for bringing 
to the meeting such seasonable pictures as would be 
suitable in the room or in connection with the teach- 
ing period. Snow scenes, winter birds, home com- 
forts and other pictures are to be found in current 
magazines. 



SEVENTH PROGRAM January 

Theme: The Joy of Knowing How 

Up to the point of efficiency, when one is learning a 
trade or profession there -is comparatively little 
joyousness in his labor; but with the consciousness of 
mastery, of thorough knowledge and aptness, comes a 
feeling of strength and self-satisfaction, of superiority, 
which takes away all sense of drudgery and makes the 
pursuit of one's occupation a source of constant 
delight. ■ — William Matthews. 

I. Presentation of Theme 

At the last meeting we measured ourselves and 
discussed our qualifications and our duties. We 
should also be able to know, in part at least, whether 
or not we are succeeding in our work. We must 
know what we are trying to do and whether or not 
we have done it. The standards for Beginners' and 
Primary Departments provide us with an excellent 
outline to guide us in testing our work. 

40 



PROGRAMS FOR TEACHERS' CONFERENCES 

II. Testing Results 

(The Beginners' and Primary Standards should be 
presented by different persons, and if it is thought 
best, the various sub-topics may be assigned to the 
teachers for discussion.) 

Beginners 

Are the children growing in : 

Love, trust and reverence for God? (Indicated by 
their manner in speaking of him and in their 
attitude both in the church school and outside.) 

Association of the heavenly Father with daily life? 
(This will be expressed in informal conversation 
before and during the session.) 

Right behavior? (Shown in their attitude toward 
other children in their department and in their 
daily conduct.) 

Love for God through prayer, praise and effort to 
please him? (It is not difficult to know by the 
manner in which children respond to song and 
prayer whether or not they are really entering 
into the spirit of them. Are details of program, 
seating, care of maps and ventilation so cared for 
that good order and reverence prevail?) 

Love for others through acts of helpfulness? (This 
can easily be ascertained through your own 
observation and from what the mothers of the 
children will tell you. Do the mothers report 
growing habits of good behavior?) 
41 



PROCxRAMS FOR TEACHERS' CONFERENCES 

Primary 

(Consider the Primary Standard in the same way, 
noting the differences between the two and discussing 
the points in their practical aspects as indicated by 
the questions given above.) 

" The conduct of the Primary child may manifest: 

Love, trust, reverence and obedience to God the 
Father and Jesus Christ the Saviour. 

Recognition of the heavenly Father in daily life. 

Love for God through worship. 

Love and reverence for God's Book, God's Day and 
God's House. 

Increasing power to act in response to ever enlarg- 
ing ideas of what is right and desirable. 

Increasing spirit of obedience and helpfulness. 

Increasing power to give love and forget self in 
social relations." 



III. Testing Our Methods 

1. Have we a room or space that is 
Clean 
Light 

Well-ventilated 

Attractive in color and decoration 
Childlike 

That has good seating arrangement 
Place for maps 

Or if not, how can we improve conditions? 
42 



PROGRAMS FOR TEACHERS' CONFERENCES 

2. Have we suitable and sufficient teaching ma- 
terials? 

Pictures 

Objects 

Blackboards 

Music 

Helps for teachers 

3. Do we provide opportunities for self-expression 
through : 

Worship 

Offerings 

Conversation and retelling of stories 

Handwork 

Helpfulness within the department? 

EIGHTH PROGRAM February 

Theme: Special Days 

I. A Prayer (offered by the Welsh bards in the 
morning before Eisteddfod, as they are seated in a 
circle on the highest hill. Copies of this may be 
written upon cards and given the teachers.) 

" Grant, O God, thy protection. 
And in protection, strength; 
And in strength, understanding; 
And in understanding, knowledge; 
And in knowledge, the knowledge of justice; 
And in the knowledge of justice, the love of it; 
And in the love of all existence, the love of God — God and all 
goodness." 

■ — Gallant Little Wales, Jeanette Marks.i 
1 Used by permission. Houghton, Mifflin Co., 4 Park St., Boston. Mass. 

43 



PROGRAMS FOR TEACHERS' CONFERENCES 

II. Introduction of Topic 

There are certain days in the year that have special 
significance for us. Some of these are personal and 
recall to us persons and places and past happenings. 
Some of them are days which have meaning for all of 
us and these are the festival days of the year. Cer- 
tain ideas grow up about them, and our love, patriot- 
ism and spirituality are quickened and deepened by 
the recurrence of these days. They have a signifi- 
cance for the children, too, perhaps for them most of 
all, and our relation to these occasions becomes a 
twofold one, mcludmg our appreciation and the 
interpretation of them to the children whom we 
teach. 



III. Questions for Discussion 

These questions should be assigned in advance. 
The meeting will probably be more spontaneous and 
interesting if each one who is to lead a portion of the 
discussion presents it in her own way, without at- 
tempting to closely coordinate the subjects. 

1. What special days during the year affect a 
child's week-day interest only? Which of them 
arouse the greatest enthusiasm? How is unselfish- 
ness cultivated through these experiences, or where 
lies the danger of self-seeking? 

2. Which of these special days should be included 
in our church-school plans? What should be the 
degree of importance given to each of these? May 

44 



PROGRAMS FOR TEACHERS' CONFERENCES 

some be simply referred to and others emphasized in 
our programs? 

3. What special days come in February? (These, 
of course, will include Washington's and Lincoln's 
birthdays and Valentine's day.) 

Which of these looms largest in a child's eyes? 

What moral teaching is included in the celebration 
of these two great birthdays? If the Beginners' 
children do not attend kindergarten, it will probably 
be true that these two figures in American history 
mean little to them, unless they have older brothers 
and sisters in school and absorb their ideas. 

Is the idea of patriotism the one most connected 
with these great characters, or are there other lessons 
of honesty, faithfulness and courage? 

What opportunities for unselfishness, kindness and 
thoughtfulness are offered through the activities that 
Valentine's day always brings into the lives of the 
children? 

4. Which of these days shall we make a part of our 
department programs for February, and how shall we 
do it? 

Perhaps we shall wish to be patriotic in the Begin- 
ners' Department, with the flag much in evidence as 
we say: 

" For God and home and native land, 
Each little child may bravely stand." ' 

The story, " Little George Washington," in The 
Story Hour, by Wiggins and Smith, may be told in 
the department program this month. 

' From " Beginners' Department," Angelina Wray. 

45 



PROGRAMS FOR TEACHERS' CONFERENCES 

Or, perhaps we shall wish to emphasize the love and 
thoughtfulness of the valentines which the children 
receive and give. How natural to sing, — 

" God is love, God is love, 
Love one another, God is love." ' 

5. What decorations shall we have for this month? 
Let us remember the great danger of having too 
much, and practice " artistic reserve." It certainly 
will not be a good idea to have the grave faces of 
Washington and Lincoln looking out from a galaxy 
of gay valentines. 

If we are going to give special thought to the former 
celebrations, the flag, which should be in every de- 
partment room, will be quite decoration enough, with 
a good print of each of these men. These prints may 
be obtained in large size for a very moderate sum from 
the Perry Picture Co., Maiden, Mass. 

If valentines are to enter into our religious educa- 
tion (and who dare say that they shall not?) a simple 
border of hearts cut from colored paper may be 
placed somewhere in the room. 

6. Something to do. The children who come early 
may prepare very simple but attractive valentines 
to be sent to the members of the Home Department 
or to the Cradle Roll children. Perhaps the Primary 
children can make valentines for those in the Begin- 
ners' Department. If anything so elaborate is to be 
attempted, it is best to have a story hour during the 
week in connection with which this work can be done. 

• "Songs for Little People," Danielson and Conant 
46 



PROGRAMS FOR TEACHERS' CONFERENCES 

NINTH PROGRAM February 

Theme: Problems of Attendance 

I. A Quotation 

What we want, to speak plainly, is to feel that God 
knows what happens to us, and is with us while it 
happens, and loves us steadily and tenderly through 
it all. — Henry van Dyke. 

II. First Problem (stated by the leader) 

How may we cause the children and their parents 
to share our desire that every child shall be in the 
church school every Sunday? 

Aspects of this Problem 

1. Does the marking of a class record book which 
the child cannot see, nor would understand if he could 
see, develop his desire to have a good record in at- 
tendance? 

2. What is fundamental to his regularity of atten- 
dance? How may we make him feel that he is per- 
sonally missed when he is absent? Do attractive 
designs in attendance records help in this matter? 
Should these be in the form of class records, such as 
posters, or should they be individual in form, so that 
each child feels that it is his own personal record that 
he may take home at the end of the month or quarter? 
Discuss designs of this sort, such as a use of hearts in 
February, daffodils in March, and butterflies in April. 

47 



PROGRAMS FOR TEACHERS' CONFERENCES 

3. What may be done in the program to develop 
or cultivate regularity in attendance? In one 
Primary Department where the attendance had been 
very low on a rainy Sunday, a child who had been 
present on that day was asked to tell on the following 
Sunday the difference between Sunday and week-day 
for some people. He said something like this, " On 
a week-day when you wake up in the morning and it's 
raining, you put on your overshoes and raincoat and 
take an umbrella and go to school, but when it's 
raining on Sunday, some folks say, ' Dear me! it's 
raining, so I can't go to Sunday school.' " 

In this same connection it might be suggested that 
on a rainy day some special privilege or pleasure be 
given, an unusually interesting story or a game in 
keeping with the day and the place. 

4. How shall we go about looking up absent pupils? 
Discuss this in a very definite and practical way. 
The conditions prevailing among your teachers will 
control this to some extent. If the teachers are 
employed throughout the week and have little time 
at their own disposal, it would be well to arrange for 
the secretary of the department to send out cards or 
notes the first time that a child is absent. These may 
be obtained from- a publisher or they may be personal 
notes written upon small and attractive note-paper. 
After a child is absent the second Sunday, the teacher 
should get in personal touch with the home through 
the telephone or a call. If this does not seem to solve 
the problem, the department superintendent should 
call. Sometimes it is. necessary to report the details 

48 



PROGRAMS FOR TEACHERS' CONFERENCES 

of the case to some other person, the pastor or a 
committee of the Woman's Bible Class, or any person 
who is in close personal touch with the homes of the 
community. 

III. Second Problem (stated by the leader) 

What is our relation to the child who is unavoidably 
kept from attendance at the church school for a long 
or short period of time? 

Questions for Discussion 

1. Should we not take more seriously the connection 
between the home and church school by sending to 
each child his paper which contains the lesson on the 
Sunday that he is absent? Perhaps a note to the 
mother should accompany this until the point of 
contact is firmly established. If the mother and the 
child alike feel that it is important for him to have 
every story, will it not improve the attitude toward 
religious education? 

2. If a child is absent for a period of time, through 
illness or absence from the city, should not we see that 
the papers for that period of time are either mailed 
weekly or sent out all together? A call from the 
teacher at least once during that period, or a letter 
each week in case of a contagious disease, will deepen 
the sense of relationship. 

3. Who should attend to the sending out of these 
papers, the secretary or the teachers? 

49 



PROGRAMS FOR TEACHERS' CONFERENCES 

Right-at-Hand Problems 

The leader of the conference should have a list of 
these carefully outlined in as logical order as possible 
and ready for discussion. These may consist of such 
items, interpreted locally of course, as the following: 

Individual children 

New program material (songs, etc.) 

Order and reverence 

Lesson problems 



TENTH PROGRAM March 

Theme: Books and the Teacher 

Preparation for the Meeting 

It will be necessary to secure the books given in 
the list which follows, and have them in the meeting. 
If there is a church-school library, or a public library 
is available and these books are to be found there, 
ascertain this fact and rnake arrangements to have 
the books taken out by members of the conference 
in time for the meeting. Since these books are very 
closely specialized in title and contents, it is quite 
likely they will not be found in the public library. 
It would be better, in any event, to own them, so that 
they may always be obtainable for reading and refer- 
ence. The entire seven will cost little more than five 
dollars, 

50 



PROGRAMS FOR TEACHERS' CONFERENCES 

The various topics and work should be carefully 
assigned in advance. They are to be treated as 
those to whom they are assigned choose, but sugges- 
tions are given as to the trend of the discussion. 

Suggested List of Books 

1. Child Nature and Child Nurture, St. John 

2. The American Child, McCracken 

3. The Child's Religion, Wilbur 

4. The Study of a Little Child, Whitley 

5. Methods ivith Beginners, Danielson 

6. Story-telling for Beginners and Primary Teachers, 

Cather 

7. Methods for Primary Teachers, Lewis 

Program 

I. Presentation of Theme 

II. Prayer 

By the leader, thanking the heavenly Father for 
the pleasant work he has given into your hands, for 
the companionship of little children and the fellow- 
ship with other teachers. 

III. Quotations 

These may be read by different persons, and com- 
mented upon in a conversational way. 

Books must follow sciences, and not sciences books, 
— Bacon. 

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PROGRAMS FOR TEACHERS' CONFERENCES 

The true university of these days is a collection of 
books. — Carlyle. 

Wisdom is the principal thing; therefore, get 
wisdom ; 

Yea, with all thy getting get understanding. — 
Proverbs 4:7. 

( Note. All of the above quotations are on golden 
tablets in the halls of the Library of Congress in 
Washington.) 

Who, without books, essays to learn 
Draws water in a leaky urn. 

— Austin Dobson. 

To discuss favorite books with congenial associates 
is one of the greatest pleasures of life, as well as one 
of the best tests of knowledge. — George Hamlin 
Fitch. 



IV. Topics 

1 , What books have meant to me 

This must be a personal account of the place that 
books have had in the life of the one who gives it. 
Bring out the idea that in all good books there is 
something that relates to the work of teaching, if 
only by enriching the mind. The work of teaching 
little children is not detached from the rest of life's 
experiences. Everything that broadens our knowl- 
edge and sympathy makes us better fitted for our 
work, whether we use the particular matter or not. 
It will be well also to mention the fact that it is very 

52 



PROGRAMS FOR TEACHERS' CONFERENCES 

easy for us to say we have no time for reading, when 
what we really mean is that we do not have a large 
amount of time and do not think it worth while to use 
the little we have. Even a few minutes a day, wisely 
spent, lifts us out of ourselves and gives us the back- 
ground we need for our own thinking and observation. 
Open discussion. 

2. Hoiv to read 

Such ideas as the following phrases suggest may 
be presented: leisurely, without a sense of haste; 
pleasant anticipation, not a sense of duty; thinking, 
comparing, as one reads ; marking passages of special 
interest, by underscoring and by marginal notes; 
taking time to look up references or unfamiliar expres- 
sions and words. 

Open discussion. 

3. What to read 

(1) All good books that reveal life: fiction, essays 
and accounts of the world's affairs; (2) books that 
reveal child life, such as The Very Small Person, by 
Donnell, Una Mary, by Hunt, Jeremy, by Hugh 
Walpole, Emmy Lou, by Martin, Anne of Green Gables, 
by Montgomery; (3) books of child study, such as 
items 1, 2 and 3 in the list given at the beginning of 
the plans for this meeting; (4) books of methods, 
to be first read because of their interest and then kept 
at hand for reference, such as items 4-7 in the list just 
mentioned. 

It will be seen that this list includes books of two 
general classes: those that apply indirectly to our 

53 



PROGRAMS FOR TEACHERS' CONFERENCES 

work and those that apply directly. The value of 
both depends upon how we read and use them. 

Open discussion, each member of the conference 
group adding the names of books she has found 
helpful. 

4. Other^ reading 

(1) The magazines have every month very helpful 
articles that teachers of children should read. Give 
a brief list of these. 

An excellent plan is to cut out these articles and 
bind each one separately in a folder of cover paper 
about 6 by 10 inches in size, and using brass paper 
fasteners. A very interesting and timely " circulat- 
ing library " may be accumulated in this way, and 
helpful material for future programs may be pre- 
served. 

(2) Selected chapters or sections in books of a 
general nature very often contain messages that are 
unusual and provoke new and original thought, for 
example: the essay " Child's Play," in Virginihus 
Puerisque, by Robert Louis Stevenson, and " The 
Ignominy of Being Grown Up," in By the Christmas 
Fire, by Samuel McCord Crothers. These are 
particularly refreshing, and will be found in nearly 
every public library and in many private ones. 

(3) The Children's Bureau, Department of the 
Interior, Washington, D. C, issues bulletins and 
other publications of great interest, including the 
findings of important conferences and the results of 
investigations. The work of the Children's Year is 

54 



PROGRAMS FOR TEACHERS' CONFERENCES 

classified and well written up in a volume entitled 
Standards of Child Welfare. At least one copy of this 
should be included among the books belonging to your 
conference group. Nearly all of these bulletins are 
sent free upon application. Most of them are particu- 
larly helpful to mothers, dealing with the care of 
children's bodies, questions of nourishment and 
kindred topics. They are excellent for use in mothers' 
meetings, in calling and in other ways. 
Discussion. 

V. Assignments for the Next Meeting 

1. Chapter V in " A Child's Religion," by Wilbur 
(see item 3 in the list at the beginning). This chapter 
is entitled " The Child and His Book," and should be 
assigned to one person to be reviewed and presented 
for discussion at the next meeting. 

2. Chapter V in " The American Child " by 
McCracken (see item 2 in list). This is entitled " The 
Child in the Library," and should be assigned in the 
same way as the other chapter. 

3. Appointment of a library committee to ascer- 
tain what is available in your own community. 

4. Observation of children's attitude toward books, 
reading and being read to. Discoveries to be re- 
ported at the next meeting. 

VI. Discussion 

Problems relating to the departments and classes in 
your school. 

55 



PROGRAMS FOR TEACHERS' CONFERENCES 

ELEVENTH PROGRAM March 

Theme: Books and the Children. 

I. Quotations from " The Child's Garden of Verses" 

1. All the pretty things put by, 
Wait upon the children's eye, 

Sheep and shepherds, trees and crooks. 
In the picture story-books. 

We may see how all things are 
Seas and cities, near and far. 
And the flying fairies' looks. 
In the picture story-books. 

How am I to sing your praise, 
Happy chimney-corner days, 
Sitting safe in nursery nooks, 
Reading picture story-books? 

— Plcture-Books in Winter. ' 

2. There, in the night, where none can spy. 
All in my hunter's camp I lie. 

And play at books that I have read 
Till it is time to go to bed. 

— The Land of Story-Books.'^ 

II. Reading 

Have you ever stopped to think how much time we 
spend in planning what we shall put on and in our 
children's bodies and how little in planning what we 
shall put in their minds? They go to school, to be 
sure, but that is for only five hours a day for approxi- 
mately one hundred and eighty-five days in the year. 
What of the years before they begin to go to school, 
what of the hours and days each year in which they 

'Used by permission. Charles Scribner's Sons, 597 Fifth Ave., New York. 
^Ibid. 

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PROGRAMS FOR TEACHERS' CONFERENCES 

are not under instruction? Have we any deliberate 
plan to care for the mind's growth as we care for the 
body's? 

It is just as important that children shall read good 
books as it is that they shall learn to read at all. 
It would be hard to find any one who would declare 
that it is unnecessary for children to learn to read. 
Yet reading in itself is not the end we seek, but only a 
means to that end. The goal of all education is the 
enrichment of life, and a child's reading carefully 
guided will deepen and strengthen his future ability 
to make the most of himself and his opportunities. 

To really love books so that they may be woven 
into the warp and woof of his life a child should have 
his own individual library, which grows year by year 
with his growth, yet which contains friends to whom 
he will return time and time again, secure in the 
knowledge of a happy companionship full of pleasant 
association. A large number of books is not essential 
to have, but a few should be added each year and the 
standard of choice should be kept high. — Seattle 
Public Library Bulletin. 

Discussion. 



III. Presentation of *' The Child and His Book " 

See assignment in preceding program. This should 
be given informally, but should develop the following 
ideas : 

1. The history of the book, as shown in the pictures 
by Alexander. 

57 



PROGRAMS FOR TEACHERS' CONFERENCES 

2. Books in the present age. 

3. What books mean to children. 

4. The two tests for a child's book. 

5. What is he keen in discovering? 

6. What about words he cannot understand? 

7. Does what the author says about church-school 
libraries apply in your community? 

8. How may we cooperate with the home in the 
matter of the children's reading? 

Discussion. 



IV. Presentation of " The Child in the Library " 

See assignment in preceding program. This charm- 
ing study will probably bring out something of the 
following : 

1. Influencing the children's reading. 

2. The " finding out " habit, and how children use 
it in relation to books. (Be sure to tell the charming 
" red-bird " story.) 

3. What children, even young ones, may find in a 
public library. 

4. What publishers are doing. 

5. The adaptation in children's books of the great 
literature of the world. 

6. Reading as a bond between children and grown- 
up people. 

Discussion. 

58 



PROGRAMS FOR TEACHERS' CONFERENCES 

V. Report on Observations of Children and the Books 

they like 

See assignment in preceding program. Perhaps 
you will discuss questions such as these : 

1. Is there a place for the story that is read as well 
as the one which is told? 

2. What books do children like, and why? 

3. Why does a little child like to have a book that 
is his very own, even before he can read? Did you 
ever know such a one who could " read " every word 
in a book he loved? 

4. What effect have books that are read or known 
through their pictures, upon the play and other con- 
duct of children? 

5. What value is there for the teacher in reading 
children's books? 

VI. Report 

Of the committee to investigate available books and 
magazine articles in the public library or other sources. 

VII. Exchange of Books 

Also plans for future reading. 

VIII. Miscellaneous Business 

TWELFTH PROGRAM April 

Theme: Easter Plans 
We have come to observe certain special days in 
the year in rather set ways, without always having 

59 



PROGRAMS FOR TEACHERS' CONFERENCES 

due regard for their real value and significance. 
Customs and practices have grown up around them 
and these often obscure the truth rather than reveal 
it. Sometimes there seems to be a plausible connec- 
tion, as the giving at Christmas and the stories 
associated with the occasion; or the feasting and 
rejoicing at Thanksgiving time. But it must be con- 
fessed there seems to be little connection between the 
rabbits, chickens and other creatures that gather so 
gaily at Easter time. In what way should the church 
interpret Easter to the children? Perhaps we should 
first ask, " What does Easter mean to me? " 

(The foregoing statement may be used as the basis 
for the short talk in which the leader of the conference 
will introduce the theme of the meeting.) 



I. A Story for Teachers 

" The Handful of Clay," from The Blue Flower, 
by Henry van Dyke. This is not a story for children, 
at least not without great modification, but it is a 
fine one for teachers and has in it the idea of suffering 
for the sake of rendering acceptable service. This 
story should be told for the inspiration of the teachers. 



II. Topics for Discussion 

What does Easter mean to the children? (Be 
perfectly frank in discussing the things which really 
loom the largest in the children's minds at this time.) 

60 



PROGRAMS FOR TEACHERS' CONFERENCES 

What shall be our attitude toward their enthusiasm 
concerning the Easter eggs, baskets, rabbits, etc.? 

What is there in the world of nature that will help 
us to interpret the message of Easter? 

How may these ideas be brought to the children? 
(Discuss the matter of decoration of the room, the 
circle talk in the Beginners' class, the informal con- 
versation with the Primary children and other op- 
portunities for impression.) 

III. Pictures 

Have some teacher appointed in advance to get 
from the current magazine covers, from her own 
files of pictures and those of the other teachers, such 
pictures as will be suitable for use in the room or in 
connection with the lesson. If these are neatly 
mounted and presented at this time, their use can be 
discussed. 



IV. The Easter Story 

Have some one tell the Easter story suitable for 
Beginners, and another that which would be told to 
the Primary children. Lesson 26 or 27 usually con- 
tains the Easter story, although it is necessary to 
readjust this according to the date each year. The 
following are the topics and Scripture given in the 
International Graded Lesson Series: 
Beginners, First or Second Year 

Jesus and the Heavenly Home 
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PROGRAMS FOR TEACHERS' CONFERENCES 

Story material: John 14: 1-3; Revelation 21:1-4; 
22:1-5 

Primary, First Year 

Jesus Going to the Heavenly Home 

Story material: John 19:30, 41, 42; 20:1-18; 
Luke 24 : 50, 51 

Memory verse: Behold, I am alive for evermore. 
— Revelation 1:18 
Primary, Second Year 

Jesus Dying and Living Again 

Story material: Mark 15 : 1, 25, 37, 43-47; 16 : 
1-8. 

Memory verse: Because I live, ye shall live also. — 
John 14 : 19 
Primary, Third Year 

The Resurrection Day 

Story material: Mark 16 : 1-7; John 20 : 11-18; 
Matthew 28:5-10; Luke 24:13-31, 34-40; 1 
Corinthians 15 : 5 

Memory verse: Ye seek Jesus, the Nazarene, 
who hath been crucified : he is risen. ■ — Mark 16 : 6 

Discuss the possibility of having the entire Primary 
Department together on Easter Sunday. Sometimes 
when all of the classes will be having stories very 
similar and when you wish to create an atmosphere 
particularly reverent and favorable for the story, it is 
a very good plan to have it told by one person. You 
can plan to have the classes in their separate groups 
long enough to have their records marked or for 
other customary matters. 

62 



PROGRAMS FOR TEACHERS' CONFERENCES 

A simple, well told story, omitting the things which 
the children cannot understand, will make the Easter 
message very real to all the children. They have 
heard of Jesus, the little baby who came from the 
heavenly Father, and of the kind Friend that he grew 
up to be, helping people who were sick or in need. 
They will enjoy hearing how finally he went back to 
the heavenly home. 

V. Prayer 

That the reality of the living Jesus may come into 
your mind and spirit and that Easter may enrich 
your life so that you in turn can lead little children to 
their Friend and Saviour. 



VI. Easter Songs 

Learn and sing together one or two Easter songs, 
such as " Easter Song " or " Children's Easter Praise," 
the latter a very simple song for Beginners, and both 
found in Songs for Little People. 

VII. An Easter Gift 

Plan to send from the department a beautiful 
flower, preferably a growing plant, to some one whom 
the children know. Perhaps this ffower may be in 
the front of the department room during the session 
and then sent to some hospital or an old lady in the 
congregation. 

63 



PROGRAMS FOR TEACHERS' CONFERENCES 
THIRTEENTH PROGRAM April 

Theme: The World of Nature 

The several topics which follow are to be assigned 
to different teachers and the aim of this meeting will 
be to enrich the observation and personal experiences 
of the teachers, rather than to provide material to be 
used directly with the children, although the latter 
will probably grow out of the discussion. 

I. What do Children see in the World About Them? 

(Tell the things which children you know have said 
about the creatures, trees and flowers that you have 
observed them investigating with interest; and the 
questions that children ask about these things.) 
We so often laugh at their quaint sayings that we miss 
the eternal truths underlying them. The eyes of 
little children are nearer the ground than ours and 
so they can quite easily see the little things that are 
growing and living. Bird notes are fresher to their 
ears than ours, and so many sights that have become 
familiar to us are new and amazing to them. 

n. The Things I Do Not See 

Have some teacher to whom this topic has been 
assigned in advance tell of the things and happenings 
in the world of nature that she is inclined to overlook 
because of their familiarity or her preoccupation. 

64 



PROGRAMS FOR TEACHERS' CONFERENCES 

III. The World of Nature and Religious Teaching 

(These topics may either be used as a basis for a 
talk by one of the teachers or for discussion by the 
whole group.) 

What place has nature in the church-school pro- 
gram and teaching? 

Is it nature study or appreciation that we wish to 
cultivate? 

Can we be irreverent in God's world any more than 
in his house? 

Is there any time or place quite so favorable for 
creating reverence for God's world as the hour of the 
children's worship in the church? 

What was Jesus' attitude toward the world of 
nature? 

Have we not a record of his interpreting the book 
of nature to the people more often than the Book of 
the Law? 

IV. Nature Study for the Busy Teacher 

Ask yourself this question, " What do I really 
know about the trees and flowers of my own com- 
munity? " It is quite possible for the older Primary 
girls and boys to be better informed in some of these 
matters than their teachers. While they still have a 
profound respect for the wisdom and powers of grown 
people, they are often quite astonished by the number 
of things that these same adults do not know. The 
literature that has grown up as the result of the 
popularity of nature study is very rich and it is a 

05 



PROGRAMS FOR TEACHERS' CONFERENCES 

question of choosing. At this season of the year there 
are at least two brief articles which every teacher 
could read with great profit: "The Return of the 
Birds," in Wake Robin, and " The Spring Birds' 
Procession," in Field and Study, both by John Bur- 
roughs. (The one who presents this topic should 
discover what nature books are available in the local 
library or can be secured from other sources. If at 
least one of the articles suggested is read and a brief 
review of it given at this time, it will be very helpful.) 



V. The Children's Bird Book 

It is a delightful plan to make a scrap-book of 
heavy gray paper pages at least 5 by 8 inches, with a 
brown or deep-blue cover to remind one of the earth 
or the sky, and to place in this the colored pictures of 
birds. These can be secured at a very moderate 
price from the Brown Picture Co., Beverly, Mass. 
A list can be secured from them and a selection made 
of the pictures and birds which appear in your com- 
munity. Cut these out and paste upon the left- 
hand pages of the scrap-book. Upon the other page 
will be recorded the things which the children observe 
about the birds or what they do for them. This book 
can be made at the time of this meeting or prepared 
and brought in at this time. It should be used in 
the pre-session period. It is well to have a special 
table upon which it is kept and near the teacher, who 
is always in readiness to record the interesting items 

66 



PROGRAMS FOR TEACHERS' CONFERENCES 

which the children report to her before the session. 
In one department where this plan was followed 
during several months of the spring, a small boy 
said one day in a burst of enthusiasm, " Well, this is 
just like a telephone book for birds! " Each pair of 
birds that arrived and built their nests near the homes 
of the children had been reported. 



VI. A Spring Party 

The children may meet at the church some after- 
noon after school and on Saturday and have a good 
time together " just because it is spring again." 
They may make attractive little messages for the 
members of the Home Department or the children's 
mothers. These can be made by cutting out pictures 
of birds or coloring jonquils which have been drawn 
in outline for them. Such Bible verses as " The 
time of the singing of birds has come," or " He hath 
made everything beautiful in its time," may. be 
written on small folders of white paper ready for the 
children to insert in the book covers they make and 
tie with cord or ribbon. Cookies cut out with a 
flower design could be part of the refreshments and the 
old-fashioned games that are always appropriate at 
any season of the year may be played. The story, 
" The Little Boy Who Discovered Spring," is very 
appropriate. It is by Raymond M. Alden and may 
be found in his Why the Chimes Rang, or in Stories 
Children Need, by Bailey. 

67 



PROGRAMS FOR TEACHERS' CONFERENCES 
FOURTEENTH PROGRAM May 

Theme: The Teacher's Work on Sunday 

I. Quotations 

(To be given in advance to certain teachers who 
will read them as an introduction to the theme of this 
meeting.) 

Two great things : — to have the child come to 
school with all the experiences he has got outside — 
and leave it with something to be used in his life — 
Prof. John Dewey, The School and Society. 

All is shifting day by day — 
Worse or better, who can say? 
Much we lose and much we learn, 
But the children still return 
As the flowers do, every year; 
Just as innocent and dear 
As those babies who did meet 
At the heavenly Master's feet. 
In his arms he took them all. 
Oh, 'tis precious to recall — 
Blessed to believe it true — 
That what we love, he loved too! 

— Francesca Alexander, The Hidden Servants.^ 

Meet the child on a childlike plane of achieve- 
ment, to acknowledge the day's accomplishments 
and, without disheartening him or even talking 
to him about the better things he will do, keep our 
own faces turned toward the morrow. — Angela 
Keyes, Stories and Story Telling. 

1 Used by permission. Little, Brown and Co., 34 Beacon St., Boston, Mass. 

68 



PROGRAMS FOR TEACHERS' CONFERENCES 

II. Prayer 

That the task of teaching children may never seem 
common or unimportant. 

Questions for Discussion 

1. What should the teacher do before the session? 
Discuss the readiness to hear childish confidences; 

plans for pre-session work; the opportunity for story- 
telling by both teacher and pupils. 

2. What should the teacher do during the depart- 
ment program? 

Discuss participation in prayer and song; the 
power of example; the confusion caused by teachers 
moving about the room during the opening program; 
the reasons for having the teacher seated with her 
class. 

3. What is the best time for the lesson period 
— early in the hour, or after the general opening 
program? 

4. How long should the lesson period be? 

5. Which is better — a continuous thirty-minute 
period, or two periods of fifteen minutes each, with a 
department assembly between? 

6. Should the teacher mark the pupils' records, 
or should this be done by a secretary in advance? 

Discuss the relative advantages of the two plans — 
the former giving the teacher information concerning 
what the pupils are doing, and the latter giving her 
additional time to be used for other purposes. 

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PROGRAMS FOR TEACHERS' CONFERENCES 

7. What is a logical lesson plan? 

Give these in outline such as the following: 

Expression (10 minutes) 

New story (10 minutes) 

Suggestions for home work (5 minutes) 

8. If the story comes too early in the lesson period 
what is apt to occur? 

9. To what extent may the teacher plan the expres- 
sion period, allowing for the exercise of originality 
by the pupils and the needs of the particular occasion? 

Discuss forms of expression, such as re-telling 
stories, relating experiences, recalling memory verses 
and handwork. 

10. If the children are asked to re-tell a story 
immediately after they have heard it or to express it 
in any other way, is their expression likely to be 
valuable? 

In this connection it may be interesting to know 
what Angela Keyes has said on this subject: " The 
tendency of teachers to require immediate reproduc- 
tion is unwise utilitarianism and develops shallow 
glibness. It (the story) must be given time to root 
and flower." 

11. What is the best way to recall memory verses? 
Discuss the relative value of recalling a verse in 

connection with the letter of the alphabet with which 
it begins, or in connection with a life experience which 
it suggests. 

12. Which is better ^ — handwork in which the 
child merely cuts out, fills in or colors an outline given 

70 



PROGRAMS FOR TEACHERS' CONFERENCES 

him, or a form which permits freedom of choice and 
expression? 

13. What is the best way to make the transition 
from the period' of expression to the new story? 

Discuss the wisdom of always attempting to make 
a connection between the two. Is it not better some- 
times to leave the former entirely, and begin the new 
story with simplicity and directness? 

14. How long should the story be in point of time? 

15. What are some of our most common mistakes 
in story-telling? 

Discuss the misunderstandings which arise through 
our use of ideas, figures of speech and words which 
the children do not understand. Be frank in giving 
some examples of these — ■ not for their drollness, 
but for the truth they reveal. 

16. What is the best way to close this period? 
This is the point at which the teacher needs skill 

and a light touch. Further comment on her part is 
apt to be an .anti-climax, but a comment by a child 
may be very illuminating. 

17. When is the best time to give out the lesson 
papers and how may this be done? 

IV. Children's Day 

In most churches a day early in the summer is 
called Children's Day and is set aside for them. The 
following matters relating to it might be discussed 
with profit: 

1. If it is their day, what should it mean to them? 
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PROGRAMS FOR TEACHERS* CONFERENCES 

2. What have you in songs, stories and Scripture 
verses that might be appropriately used on this 
occasion ? 

3. If anything new is to be used, how may it be 
included in your regular program, so that the children 
may become familiar with the songs and other things 
in a normal way, without feeling that they are merely 
getting ready to do something in public? 

FIFTEENTH PROGRAM May 

Theme: Summer Plans 
I. Quotation 

Dear Master of the Garden, unto thee 
I bring the blossoms, tended by my care; 

I pray thee to receive them tenderly, 
And find them fair. 

These many days have I with longing eyes 

Waited and watched for seed long sown to spring, 

Eager to see (oh, heart grown strangely wise!) 
Its blossoming. 

So graciously and softly fell the dew 

Of blessed promise on the precious seed. 

As if the Lord of Harvests saw and knew 
Its daily need. 

Until, at last, in radiant life and light. 

To fragrant bud and bloom I saw it spring. 

I pray thee, guard from hurtfulness of blight 
Its blossoming. 

Dear Master of the Garden, unto thee 

I bring these sweet child-flowers with a prayer: 

Lord Christ, wilt thou receive them tenderly. 
And find them fair! 

— Marion Bernice Craig. 

72 



PROGRAMS FOR TEACHERS' CONFERENCES 

II. The Room 

How may a department room be made summer- 
like and attractive? In one department fresh white 
curtains were placed at the windows, and a simple 
cut-out border of wild roses put at the top of the bur- 
lap frieze around the room. All of the pictures except 
one large framed one were put away, and two or three, 
cut from the covers of summer magazines, were 
mounted and put up. In another room which had 
uncolored glass windows, flowers and leaves cut from 
crepe paper were mounted as a transparency on the 
lower part of the windows, and gave the effect of 
flower beds in bloom. There should be " artistic 
restraint " in summer decorations, but you should 
plan together to make the environment pleasant and 
suitable for the season. 



III. Classes 

You may wish to plan for the combination of classes 
during July and August. If your two departments 
must meet in one room, perhaps you will have only 
one class for each; or, in some cases, all of the children 
may be in one large circle. This seems, indeed, like 
a happy family with big brothers and sisters, little 
children and helpful grown people. Discover the 
vacation plans of the teachers, so that you can arrange 
a schedule showing when the various teachers and 
officers can be present to share in the work. 

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PROGRAMS FOR TEACHERS' CONFERENCES 

IV. The Program 

Make it a happy, worth-while time for the children 
who will remain at home during the summer. Such 
a happy song and exercise as " The Waking of the 
Flowers " {Songs for Little People) will be a source of 
delight to the children. It can be modified to suit 
various circumstances, and could be the one new song 
which you will attempt during the summer season. 
Discuss your program, perhaps planning to make it 
entirely different from anything you have done before. 



V. The Children Who Go Away 

Ask each teacher to find out from the parents 
just when the different children will be away. Do 
not feel that they are no longer a part of your class, 
and that you are not responsible for them because 
they are away on vacation. It is a poor teacher who 
cannot extend her influence beyond actual personal 
contact. Any one of the following plans may be 
used, and perhaps all of them will be needed to meet 
the different circumstances: 

Offer to provide the mother with a copy of the 
teacher's book, or at least an outline of the lesson. 
These may be secured from your denominational 
publisher. The mother who really wishes to co- 
operate in the religious education of her child will be 
glad of this opportunity to be his teacher. 

Make up a set of the papers for the time that the 
child is to be absent, either putting these in the usual 

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PROGRAMS FOR TEACHERS' CONFERENCES 

seasonal book covers, or giving them to the mother, 
who will in turn give them to the child each week. 

Plan for each teacher to talk with the children 
about the summer plans, strengthening their loyalty 
to their church school, and helping them to feel that 
they are going out into God's big world, and perhaps 
will see wonderful things that they can come back and 
tell. 

VI. The Teacher's Summer Plans 

What are you planning to do this summer that will 
make you a better teacher? Everybody needs a 
change occasionally, and perhaps it would be a good 
thing for you to be away from your class and other 
work for a little while. Plan to do at least one of the 
following things during the summer: 

1. Visit other schools. 

2. Come a bit nearer to God's Word by reading the 
Bible not as a teacher preparing a lesson, but as one of 
his children who wishes to know him better. 

3. Find out something new about God's world, if it 
is nothing more than to watch a bird family or the 
succession of wild flowers. 

4. Attend a Summer School, if possible, and add 
to your knowledge concerning your work. 

5. Read a book that will help you as a teacher. 

VII. A Look Toward Autumn 

Decide the date, approximately, of the next meet- 
ing, which should be not later than the first of Septem- 

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PROGRAMS FOR TEACHERS' CONFERENCES 

ber. Perhaps you can plan to go together to the 
woods or park with your suppers some evening before 
the first Sunday in September. Let the fellowship 
of these conferences carry over into your hours of 
separation and the plans for the new year. 



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